Academic writing assignments

Script 9

Academic writing assignments - student2.ru Students often do worse than they should in examinations or when writing assignments not because their writing skills are weak or because their knowledge of the subject matter is insufficient, but because they have not fully understood what they have been asked to do. To score high marks in an examination or an essay, it is important to fully understand what a question means and how it should be answered. In order to understand the question it is useful to analyze the questions and to search for certain components. The following technique is very useful.

Let’s talk about the components of a question.

Most essay titles or examination questions contain the following components:

1. Subject matter or topic. What, in the most general terms, is the question about?

2. Aspect or focus. This is the angle or point of view on the subject matter. What aspect of the subject matter is the question about?

3. Instruction or comment. This refers to the instruction word or phrase. These instructions tell the student exactly what to do.

Some questions also contain the following components:

4. Restriction or expansion of the subject matter. This is the detailed limitation of the topic. What, in specific terms, is the question about?

5. Viewpoint. This refers to the requirement, in the question, that the writer writes from a point of view dictated by the setter of the question.

Now you should analyze the question.

To analyze the title, it is useful to follow the following steps:

1. Identify thetopic.

2. If the topic has a restriction or expansion, identify it.

3. Search for the aspect. This is the angle or point of view on the subject matter. Often, the aspect is a phrase ending in 'of', e.g. 'the importance of', 'the contribution of'. Be sure you are clear about how the aspect relates to the subject matter. It can be an example of it, a stage in its sequence, the cause or effect, one of the solutions to it as a problem etc.

4. Identify the instruction ( ) and decide what it means and what it requires you to do.

5. Check whether there is a viewpoint and if so, if it is the same as your own.

(http://www.uefap.com/writing/writfram.htm)

The process of writing

Brainstorming

Script 10

Academic writing assignments - student2.ru Ground Rules in brainstorming.

There are four basic rules in brainstorming. These are intended to reduce social inhibitions among group’s members, stimulate idea generation, and increase overall creativity of the group.

1. Focus on quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim, quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater the chance of producing a radical and effective solution.

2. Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas.

3. Welcome unusual ideas: To get a good and long list of ideas, unusual ideas are welcomed. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking may provide better solutions.

4. Combine and improve ideas: Good ideas may be combined to form a single better good idea, as suggested by the slogan "1 + 1 = 3". It is believed to stimulate the building of ideas by a process of association.

(http://en.wikipedia.org/wiki/Brainstorming)

Script 11

Academic writing assignments - student2.ru Session conduct

The facilitator leads the brainstorming session and ensures that ground rules are followed. The steps in a typical session are:

1. A warm-up session, to expose novice participants to the criticism-free environment. A simple problem is brainstormed, for example: What should be the CEO retirement present? Or: What can be improved in Microsoft Windows?

2. The facilitator presents the problem and gives a further explanation if needed.

3. The facilitator asks the brainstorming group for their ideas.

4. If no ideas are forthcoming, the facilitator suggests a lead to encourage creativity.

5. All participants present their ideas, and the idea collector records them.

6. To ensure clarity, participants may elaborate on their ideas.

7. When time is up, the facilitator organizes the ideas based on the topic goal and encourages discussion.

8. Ideas are categorized.

9. The whole list is reviewed to ensure that everyone understands the ideas.

10. Duplicate ideas and obviously infeasible solutions are removed.

11. The facilitator thanks all participants and gives each a token of appreciation.

(http://en.wikipedia.org/wiki/Brainstorming)

Peer review and revision

Script 12

Part 1

Academic writing assignments - student2.ru I've prepared a list of highly detailed questions to ask that will ensure you properly evaluate your peer's essay.

1. What is one thing the writer does well in this essay?

2. What is the one big thing the writer needs to work on with this essay?

3. What is the writer's main point? Phrase it briefly in your own words.

4. Is the main point an arguable assertion (it should be)? Could someone argue an opposing or contrasting point of view? What would that contrasting point be?

5. Does the essay offer insights that go beyond the obvious and offer original observations? How so? Did you learn something new from reading the essay? What? Why not?

6. Does the introduction lead up to the thesis in a smooth, informative way? If not, what do you suggest the writer do?

7. Is the thesis placed in a clear manner near the end of the introduction?

8. Does each paragraph begin with a topic sentence? Do the topic sentences correctly describe the main points of the paragraphs?

9. Does each of the topic sentences tie back to the thesis?

10. Are the paragraphs proportionately balanced? Are there any really short paragraphs that could be developed more? Long paragraphs that could be broken or shortened?

(http://www1.aucegypt.edu/academic/writers/peer_review.htm)

Script 12

Part 2

Academic writing assignments - student2.ru Now listen to the continuation of a list of highly detailed questions to ask that will ensure you properly evaluate your peer's essay.

11. Does each paragraph develop one main idea? What are the main ideas of each of the paragraphs? Write them out briefly (5 words or less each). If any paragraph is particularly difficult to pin down, perhaps the focus is off.

12. Does the writer offer evidence for the points he or she makes in each paragraph? If so, is the evidence convincing?

13. Does the conclusion briefly summarize in a fresh way the writer's main argument and then end on a memorable note (such as a quotation, thought, image, or call to action)? What is that memorable impression that the conclusion leaves?

14. Are quotations integrated smoothly? Do they flow with the grammar of the sentence? Are authors named in signal phrases orsource titles put in parentheses after the quotations?

15. Is there a Works Cited page reflecting each author quoted in the body of the essay?

16. Are the entries of the Works Cited page in correct format? Are they alphabetized? Does each entry have all the necessary citation information? Does the Works Cited section appear on its own page?

17. Is the essay itself formatted correctly (one-inch margins, 12 font Times New Roman text, double-spacing, correct personal details on first page, header with last name and page number)?

18. Does the essay have a creative title that describes the purpose/point of the paper in a catchy, clear way?

19. Are there grammar and spelling errors in the essay?

20. If you were writing this essay, what would you do differently? Why?

(http://www1.aucegypt.edu/academic/writers/peer_review.htm)

Unit 3

Thesis statements & Topic sentences

Script 13

Academic writing assignments - student2.ru Thesis statements

Effective and complete thesis statements have the following features.

Effective thesis statements:

• are complete, grammatical statements (not phrases or questions)

• are not too specific or too general